ANALYSING ELEMENTARY STUDENTS TEST SCORES 1
AnalyzingElementary Students Test Scores
Protectionof Human Rights
Sincethe investigation will be having human participants as subjects, myproposal might need to be analyzed by the Institutional Review Board(IRB) before the process of data collection. However, theparticipation will be of voluntary nature, and the members can opt towithdraw from the research anytime. The participants’confidentiality will be protected through a written document, andwhen the study is done, they might receive a copy of theinvestigation. Since I will be dealing with elementary students, Iwill need the approval of the administrator before proceeding.
Purposeof the Research
Accordingto Slavin and Lake (2008), types of practical mathematical programshave never been established. However, they have been a meta-analysisof distinct approaches outcomes to mathematical learning such as theutilization of the educational technology.
Thescope of this investigation is to ascertain if new mathematicalprograms can influence the mathematical achievements of elementarystudents as compared to the traditional teachings. The researchquestion is isthere a significant difference in the test score of elementarystudents utilizing a new math program and the individuals whoreceived customary instruction? The research hypothesis the newmathematics program might be less relevant to various studentscomprehending abilities hence, influencing the teacher attitude.This study can be meaningful to beginning teachers who have a betterunderstanding of the program and might apply positive attitudetowards the new curriculum. The study will also be useful to studentswho have difficulties with the customary teachings.
Dueto the technology advancements, in the education sector, newtechnologies are being integrated on a daily basis to improve thelearning capability of students and improve their performance. In theconventional teaching, the concept and ability to evaluate ifstudents have comprehended mathematics are unreliable because theymostly depend on their writing and if they could explain the rightarithmetic technique (Huang, Liu, & Chang, 2012). Jackson etal., (2013), found that Computer Supported Collaborative Learning(CSCL) did not prevent learning. However, the evidence is moreencouraging when student’s mathematics grades are used as thecriteria. The transformation in the cognitive learning providedoutcomes that had mixed support towards boosting the numerical scoresof elementary students. According to Huang et al., (2012), theirinvestigation results indicated that utilizing the assistance ofcomputer mathematical learning programs, they could serve as asupplementary tool to assist the teachers with counteractiveguidelines and improve the low achievers ability in problem-solving.
Heflich,Dixon, & Davis (2001), established that there was a connectionbetween science, technology, and mathematics. Mathematics can beexplained better using new technological programs since they can beutilized to collect, analyze, and communicate results. Themathematical tradition of teaching and its software are lessefficient as compared facilitated software instruction the teachersused. According to Afzal, Gondal, and Fatima (2014), highlighted thatthe outcomes in the mathematics grading while using the advancedsoftware instructions improved in the achievers groups of low,average and high. The results outperformed the students usingtraditional mathematical teaching. Additionally, programs thatenhance mathematical achievements are effective to every group. Theschools that accommodate many students are at risk and hence requirehigh-quality programs to ensure high mathematics performance (Slavin& Lake, 2008).
Designof the Research
Theparticipants will be randomly selected from the two classes of K-6and be classified into two groups in the elementary school. Theresearch design will examine the effect of various independentvariables: customary mathematics teaching and mathematics newprogram. The researchers that are to observe any achievement changesin the classified groups will use the independent variables (Jacksonet al., 2013). The groups will be taught in different classrooms. Thefirst group will be educated using the customary mathematicalteaching while the second group will be taught using the mathematicsnew program.
Theconventional mathematical education, teachers, will be using chalkand board while students will be taking notes while the other groupwill be taught using the new program that includes acomputer-assisted instruction that the teachers will utilize. Thestudents in the second groups will be asking questions, and theteachers will verify the queries immediately without taking notes(Afzal, Gondal, & Fatima, 2014). The groups will perform apre-test and post-test after the experiment. The first group is thecontrol group. The pre-test and post-test will be necessary todetermine the effectiveness of the new program during the gradingprocess.
Thedata obtained will be analyzed using independent group t-test. Theindependent group t-test will access if the outcomes obtained fromthe two groups will be statistically different. It will be needed todetect the differences between the researchers because it has thepre-test and the post-test. The pre-test purpose is to authenticatethe hypothesis that the variance is equivalent. The same individualsare the ones being utilized throughout the research. The goal of thisstudy is to determine if new mathematical programs can influence theachievements in mathematics in elementary students as compared to thetraditional teachings. When the elementary students are exposed tothe new curriculum, will their grades improve as compared to whenthey were using the traditional methods notes will be taken todetermine their reception to the programs.
Afzal,M. T., Gondal, B., & Fatima, N. (2014). The Effect of ComputerBased Instructional Technique For the Learning of Elementary LevelMathematics Among High, Average and Low Achievers. InternationalJournal of Education and Development Using Information andCommunication Technology, 10(4),47.
Heflich,D. A., Dixon, J. K., & Davis, K. S. (2001). Taking It to theField: The Authentic Integration of Mathematics and Technology inInquiry-Based Science Instruction. Journalof Computers in Mathematics and Science Teaching, 20(1),99-112.
Huang,T.H., Liu, Y.C., & Chang, H.C. (2012). Learning Achievement inSolving Word-Based Mathematical Questionsthrough aComputer-Assisted Learning System. EducationalTechnology & Society,15(1),248–259.
Jackson,A., Brummel, B., Pollet, C., & Greer, D. (2013). An Evaluation ofInteractive Tabletops in Elementary Mathematics Education. EducationTech Research Dev,61(2),311-332. http://dx.doi.org/10.1007/s11423-013-9287-4
Slavin,R. & Lake, C. (2008). Effective Programs in ElementaryMathematics: A Best-Evidence Synthesis. Reviewof Educational Research,78(3),427-515. http://dx.doi.org/10.3102/0034654308317473